During our presentation, I was intrigued by an audience member who asked about whether or not there were tests out there to check for reading comprehension. My search results were dismal; however, I did find some information that was interesting to read:
NOTICE AND NOTE: STRATEGIES FOR CLOSE READING by Kylene Beers and Robert Probst
I. NOTICE AND NOTE is a book by Kylene Beers and Robert Probst which sets out an approach to analyzing literature based upon common "signposts" that most fiction portrays. These signposts are introduced to the students, and they are given sample passages from which to find the them in the literature so that they better understand important aspects of the author's craft.
II. Supporting handouts are used as students scan and identify the six basic signposts as set out by Beers and Probst. We find that utilizing this method helps to create analytical readers who come to understand literature as more than just a good story.
I. Choose high interest book (preferably one you have read)
II. Summarize basic plot
III. Read high interest passage
IV. Set up waiting list
V. Invite others to booktalk their favorite books
VI. Have students give booktalks
VII. Best booktalk ever: Be animated about the book you are currently reading during 20 minutes reading time
a. Laugh out loud
b. Sigh and groan
c. Be excited to tell what happened while you read, but don't give away anything
03/12/2013 CONFERENCING
I. Explanation of Process
A. Placement of desks
B. Dialogue with student (includes questions)
C. Half page passage read aloud
D. Positive feedback is focus
A. Questions From BOOK LOVE and READING WITHOUT LIMITS
B. Set Focus on 4-5 Questions (sometimes not on form)
a. Tell me about your book. Important: What are the characters' names? (Responses)
b. Before this class, when is the last time you ever read a book? (Responses)
c. Rate yourself as a reader based on the scale Excellent, Very Good, Good, Fair, Poor (Responses)
d. Do you enjoy reading? Would you read anyway if I had not requested that you do so? (Responses)
C. Notations on Conference Form
a. Narrative from dialogue
b. Notes from read aloud
III. Results
A. Student reaction to conferences
a. 100% positive
b. Beg for more conferences
c. Like the "adult" nature of the conferences
B. Read aloud insights
a. Prosody is a problem
b. Monotonous presentation is common thread
c. Students love to read aloud
C. Use conferences to promote greater text complexity
IV. Narrative Response Below
Conferencing is a fascinating adventure. I put a desk out in the hall with a chair and call each student out one at a time to "conference" with me. During this conference, I ask probing questions about their book, their views on reading, how they rate themselves as readers, when is the last time they read a book before my class, etc. One of the most endearing and telling pieces, however, is the passage read-aloud. I ask each student to read out loud to me. So far, I have not had a single student refuse or balk at the idea. In fact, the interesting thing is that the kids ASK for me to conference, and even pick passages to read to me. I am amazed at their willingness and desire to have a tête-à-tête with me, some even begging me to do conferences on days when they are not scheduled.
I have come to the conclusion that the students are simply starved for attention, and that they truly WANT to be good readers. Even if their oral reading was deficient, I make certain that I give praise where I can and offer one problem for them to work on for the next week. Normally, the problem is prosody. First, I tell them that I am going to mimic the way that they read. Then, I explain that I am going to read the way that I WISH they would read (with great expression, like an actor in a movie). Finally, I have them copy my expressive reading by reciting the same lines that I read. It is amazing to see how hard some of these students try to mimic my expressive reading, but fail miserably. They lift their voices up and down, but in the wrong places. It is sweet and disarming to see how hard they work at such a difficult and possibly humiliating task.
Of course, some students are having some success with prosody. These students report things such as parents who make them read at night for 30 minutes, mothers who are teachers, etc. These students APPEAR to have a natural ability, but when the reading history is studied, it is obvious that they had motivation to read (sometimes unwilingly), where the other students did not. This early reading seemed to give them an edge on prosody. When I explained to my students who are not fluent in prosody how it would (1) aid in their understanding of the text, (2) enable them to become faster readers, and (3) develop their vocabulary skills, they appeared more than eager to give it a try over the next week (practicing in their own heads). I invoked the honor system, and most gave me their word that they would practice prosody diligently.
Like so much of the reading program, the honor system is utilized. For example, the weekly reading logs are graded with one of two grades, a zero or a hundred. If everything is filled out, then they get a hundred. However, if even one aspect is not filled out, such as the date, then they get a zero until they re-do it and turn it in again for a re-grade. I should note that if students do not read for homework, they simply have to record the reason that they did not read. The hundred is merely for completion, not for content. Instead, I analyze and review their reading logs. If a student has multiple occurrences of not reading, then I speak with him or her personally and place them on an Academic Contract, which is a promise to complete the assignment and attend Learning Centers. The next step is to call the parents/guardians. Finally, I request a meeting with the parents/guardians. This individualized approach to not completing the reading homework works better than a grade, since some students are not concerned at all with grades. So far, I seem to have fairly honest reading logs, since a large majority of students are revealing that they missed at least one night per week in the reading homework. Excuses include things such as illness, laziness, family emergencies, finished book, and staying late for extracurricular activities.
It is also during these conferences that I make recommendations to students (if they are willing) to make their next choice book one that is more complex. For example, I have recommended TWILIGHT and THE HUNGER GAMES quite often. Some students currently reading GOOSEBUMPS or low-level mysteries are ready to do this. Then, I have some students who are reading Junior Classics (big words and pictures) and short nonfiction books on hunting or tractors. I did make an edict that students had to finish their nonfiction books and switch to fiction so that everyone could participate in NOTICE AND NOTE strategies. In general, students seem pleased that I have confidence in them to read a more advanced book. However, I have had a couple of students firmly state that they would continue with GOOSEBUMPS, or whatever low-level book they are reading, much to my surprise. That's okay...they needed to work on prosody anyway!
Honestly, I would not trade conferencing for anything. It has connected me to each and every student, and has given me a greater insight into their problems with reading. I look forward to learning how to conduct even better, more productive conferences.
Using the honor system, students check books in and out. I have seen an incredible amount of integrity in this process, much to my surprise. The students are careful with the books and have even donated some to the class.
We teach the signposts from Beers' and Probst's NOTICE AND NOTE in order to help our students gain knowledge and insight from their independent reading.
I truly believe that prosody is important to the reading comprehension process. My students love to read to me in a one-on-one conference setting, and they try so hard to read fluently. As I teach them how to read with expression, they listen attentively and with deep interest. They love the individualized attention that I give them, and take my advice seriously. I even have students asking me when they can read to me again. How exciting!Is Fluent, Expressive Reading Important for High School Readers?
02/16/2013
I had a volunteer come into my classroom this week: Mr. Charles Jones, a fellow teacher. He agreed to come in to read TO KILL A MOCKINGBIRD to my second period class. While in the class, he went to each student to ask what he/she was reading. The students happily shared their responses until one student admitted, somewhat humiliated, that he was reading GOOSEBUMPS. Mr. Jones immediately brightened and spoke about how they were the best books with the greatest stories. The student immediately sat up straight in his chair and seemed much more proud of his choice. The wonderful thing is...after Mr. Jones left the class, three boys (all of whom I was having trouble getting to read) immediately got up and grabbed a GOOSEBUMPS and began to read. They are doing great! I figured that sometimes it takes a male influence who praises and recommends a book to encourage reluctant boy readers to read. No matter how many booktalks I gave, nothing inspired like Mr. Jones and his approval of a lower-level book.
02/02/2013
When reflecting on the past week, I keep going back to the conferences I had with some of my students as time permitted while they were doing their in-class independent reading. I was trying to figure out why these conferences fascinated me so. Finally, I realized that it was the vulnerability of each student, whether male or female, tough or tender, that intrigued me. Whenever I quietly approached a student, they answered my questions softly, and with hesitation. I realize now that these students are not used to talking about their own ideas and thoughts. Usually, they are required to regurgitate whatever they think the teacher wants to hear. In this case, however, I was truly interested in their feelings, inspirations, and epiphanies regarding their reading. I got the feeling that they wondered if their responses were "good enough" or "correct." Thinking independently about their reading is not something they are used to having to do. In fact, when I asked each student why he/she liked the book being read, the answers were mostly, "I don't know." I think that I will get together a handout that has example starter responses to questions I might ask during a reading conference, much in the same way that a Socratic Seminar has scripted stems to help students foster their conversations. I get the strong feeling that communicating about the books being read is just as important as the reading itself, whether it be oral or written. At our meeting the other day, I expressed that speaking and writing about their reading in a formal sense was important (such as book talks and recommendations), but I am learning that speaking about it in an "informal" sense is, perhaps, even more crucial. If a student cannot express himself/herself, then what they have learned stays bottled up within them forever. It's like a student with test anxiety who cannot reach his/her full potential on a written test, but who finds a way to excel on an oral test. When given the chance and the tools, I think these students will open up more about their personal reflections regarding the books they are reading.
Another interesting response I had was that a few students whom I didn't get to do a conference with asked me when it was their turn...they actually wanted me to meet one-on-one with them like I was doing with the other students...almost like they were begging for a chance to talk to me about their book. Interesting!
Hi Kelly--I'd love to know what book they are reading. --Daniela02/04/2013
Daniela - The students are reading choice selections from young adult fiction and nonfiction. They get to choose any book they want, and they are free to exchange the book at any point in time. It is our hope that they will read more readily when it is a choice book. Therefore, the books are varied and on many different levels. --Kelly02/04/2013
I love that they will be able to see what their classmates are reading, too! --Daniela02/24/2013
READING COMPREHENSION TESTS
During our presentation, I was intrigued by an audience member who asked about whether or not there were tests out there to check for reading comprehension. My search results were dismal; however, I did find some information that was interesting to read:
Using Freewriting to Assess Reading Comprehension
Assessing Reading Comprehension and Vocabulary
03/13/2013
READER RESPONSE JOURNALS
03/13/2013
BOOK LOVE: DEVELOPING DEPTH, STAMINA, AND PASSION IN ADOLESCENT READERS by Penny Kittle
I. BOOK LOVE is a book by Penny Kittle that promotes an independent choice reading book program for students in the upper grades
.
NOTICE AND NOTE: STRATEGIES FOR CLOSE READING by Kylene Beers and Robert Probst
I. NOTICE AND NOTE is a book by Kylene Beers and Robert Probst which sets out an approach to analyzing literature based upon common "signposts" that most fiction portrays. These signposts are introduced to the students, and they are given sample passages from which to find the them in the literature so that they better understand important aspects of the author's craft.
II. Supporting handouts are used as students scan and identify the six basic signposts as set out by Beers and Probst. We find that utilizing this method helps to create analytical readers who come to understand literature as more than just a good story.
READING WITHOUT LIMITS: TEACHING STRATEGIES TO BUILD INDEPENDENT READING FOR LIFE by Maddie Witter
I.
II.
03/13/2013 WEEKLY READING LOGS
I. Explain reading log
II. Grading system
03/13/2013 BOOKTALKS
I. Choose high interest book (preferably one you have read)
II. Summarize basic plot
III. Read high interest passage
IV. Set up waiting list
V. Invite others to booktalk their favorite books
VI. Have students give booktalks
VII. Best booktalk ever: Be animated about the book you are currently reading during 20 minutes reading time
a. Laugh out loud
b. Sigh and groan
c. Be excited to tell what happened while you read, but don't give away anything
03/12/2013 CONFERENCING
I. Explanation of Process
A. Placement of desks
B. Dialogue with student (includes questions)
C. Half page passage read aloud
D. Positive feedback is focus
II. Conferencing Form
A. Questions From BOOK LOVE and READING WITHOUT LIMITS
B. Set Focus on 4-5 Questions (sometimes not on form)
a. Tell me about your book. Important: What are the characters' names? (Responses)
b. Before this class, when is the last time you ever read a book? (Responses)
c. Rate yourself as a reader based on the scale Excellent, Very Good, Good, Fair, Poor (Responses)
d. Do you enjoy reading? Would you read anyway if I had not requested that you do so? (Responses)
C. Notations on Conference Form
a. Narrative from dialogue
b. Notes from read aloud
III. Results
A. Student reaction to conferences
a. 100% positive
b. Beg for more conferences
c. Like the "adult" nature of the conferences
B. Read aloud insights
a. Prosody is a problem
b. Monotonous presentation is common thread
c. Students love to read aloud
C. Use conferences to promote greater text complexity
IV. Narrative Response Below
Conferencing is a fascinating adventure. I put a desk out in the hall with a chair and call each student out one at a time to "conference" with me. During this conference, I ask probing questions about their book, their views on reading, how they rate themselves as readers, when is the last time they read a book before my class, etc. One of the most endearing and telling pieces, however, is the passage read-aloud. I ask each student to read out loud to me. So far, I have not had a single student refuse or balk at the idea. In fact, the interesting thing is that the kids ASK for me to conference, and even pick passages to read to me. I am amazed at their willingness and desire to have a tête-à-tête with me, some even begging me to do conferences on days when they are not scheduled.
I have come to the conclusion that the students are simply starved for attention, and that they truly WANT to be good readers. Even if their oral reading was deficient, I make certain that I give praise where I can and offer one problem for them to work on for the next week. Normally, the problem is prosody. First, I tell them that I am going to mimic the way that they read. Then, I explain that I am going to read the way that I WISH they would read (with great expression, like an actor in a movie). Finally, I have them copy my expressive reading by reciting the same lines that I read. It is amazing to see how hard some of these students try to mimic my expressive reading, but fail miserably. They lift their voices up and down, but in the wrong places. It is sweet and disarming to see how hard they work at such a difficult and possibly humiliating task.
Of course, some students are having some success with prosody. These students report things such as parents who make them read at night for 30 minutes, mothers who are teachers, etc. These students APPEAR to have a natural ability, but when the reading history is studied, it is obvious that they had motivation to read (sometimes unwilingly), where the other students did not. This early reading seemed to give them an edge on prosody. When I explained to my students who are not fluent in prosody how it would (1) aid in their understanding of the text, (2) enable them to become faster readers, and (3) develop their vocabulary skills, they appeared more than eager to give it a try over the next week (practicing in their own heads). I invoked the honor system, and most gave me their word that they would practice prosody diligently.
Like so much of the reading program, the honor system is utilized. For example, the weekly reading logs are graded with one of two grades, a zero or a hundred. If everything is filled out, then they get a hundred. However, if even one aspect is not filled out, such as the date, then they get a zero until they re-do it and turn it in again for a re-grade. I should note that if students do not read for homework, they simply have to record the reason that they did not read. The hundred is merely for completion, not for content. Instead, I analyze and review their reading logs. If a student has multiple occurrences of not reading, then I speak with him or her personally and place them on an Academic Contract, which is a promise to complete the assignment and attend Learning Centers. The next step is to call the parents/guardians. Finally, I request a meeting with the parents/guardians. This individualized approach to not completing the reading homework works better than a grade, since some students are not concerned at all with grades. So far, I seem to have fairly honest reading logs, since a large majority of students are revealing that they missed at least one night per week in the reading homework. Excuses include things such as illness, laziness, family emergencies, finished book, and staying late for extracurricular activities.
It is also during these conferences that I make recommendations to students (if they are willing) to make their next choice book one that is more complex. For example, I have recommended TWILIGHT and THE HUNGER GAMES quite often. Some students currently reading GOOSEBUMPS or low-level mysteries are ready to do this. Then, I have some students who are reading Junior Classics (big words and pictures) and short nonfiction books on hunting or tractors. I did make an edict that students had to finish their nonfiction books and switch to fiction so that everyone could participate in NOTICE AND NOTE strategies. In general, students seem pleased that I have confidence in them to read a more advanced book. However, I have had a couple of students firmly state that they would continue with GOOSEBUMPS, or whatever low-level book they are reading, much to my surprise. That's okay...they needed to work on prosody anyway!
Honestly, I would not trade conferencing for anything. It has connected me to each and every student, and has given me a greater insight into their problems with reading. I look forward to learning how to conduct even better, more productive conferences.
03/07/2013
03/05/2013
How to determine the reading level of a passage using Fry Graph for Estimating Readability:
03/03/2013
I truly believe that prosody is important to the reading comprehension process. My students love to read to me in a one-on-one conference setting, and they try so hard to read fluently. As I teach them how to read with expression, they listen attentively and with deep interest. They love the individualized attention that I give them, and take my advice seriously. I even have students asking me when they can read to me again. How exciting! Is Fluent, Expressive Reading Important for High School Readers?
02/16/2013
I had a volunteer come into my classroom this week: Mr. Charles Jones, a fellow teacher. He agreed to come in to read TO KILL A MOCKINGBIRD to my second period class. While in the class, he went to each student to ask what he/she was reading. The students happily shared their responses until one student admitted, somewhat humiliated, that he was reading GOOSEBUMPS. Mr. Jones immediately brightened and spoke about how they were the best books with the greatest stories. The student immediately sat up straight in his chair and seemed much more proud of his choice. The wonderful thing is...after Mr. Jones left the class, three boys (all of whom I was having trouble getting to read) immediately got up and grabbed a GOOSEBUMPS and began to read. They are doing great! I figured that sometimes it takes a male influence who praises and recommends a book to encourage reluctant boy readers to read. No matter how many booktalks I gave, nothing inspired like Mr. Jones and his approval of a lower-level book.
02/02/2013
When reflecting on the past week, I keep going back to the conferences I had with some of my students as time permitted while they were doing their in-class independent reading. I was trying to figure out why these conferences fascinated me so. Finally, I realized that it was the vulnerability of each student, whether male or female, tough or tender, that intrigued me. Whenever I quietly approached a student, they answered my questions softly, and with hesitation. I realize now that these students are not used to talking about their own ideas and thoughts. Usually, they are required to regurgitate whatever they think the teacher wants to hear. In this case, however, I was truly interested in their feelings, inspirations, and epiphanies regarding their reading. I got the feeling that they wondered if their responses were "good enough" or "correct." Thinking independently about their reading is not something they are used to having to do. In fact, when I asked each student why he/she liked the book being read, the answers were mostly, "I don't know." I think that I will get together a handout that has example starter responses to questions I might ask during a reading conference, much in the same way that a Socratic Seminar has scripted stems to help students foster their conversations. I get the strong feeling that communicating about the books being read is just as important as the reading itself, whether it be oral or written. At our meeting the other day, I expressed that speaking and writing about their reading in a formal sense was important (such as book talks and recommendations), but I am learning that speaking about it in an "informal" sense is, perhaps, even more crucial. If a student cannot express himself/herself, then what they have learned stays bottled up within them forever. It's like a student with test anxiety who cannot reach his/her full potential on a written test, but who finds a way to excel on an oral test. When given the chance and the tools, I think these students will open up more about their personal reflections regarding the books they are reading.
Another interesting response I had was that a few students whom I didn't get to do a conference with asked me when it was their turn...they actually wanted me to meet one-on-one with them like I was doing with the other students...almost like they were begging for a chance to talk to me about their book. Interesting!
Hi Kelly--I'd love to know what book they are reading. --Daniela 02/04/2013
Daniela - The students are reading choice selections from young adult fiction and nonfiction. They get to choose any book they want, and they are free to exchange the book at any point in time. It is our hope that they will read more readily when it is a choice book. Therefore, the books are varied and on many different levels. --Kelly 02/04/2013
I love that they will be able to see what their classmates are reading, too! --Daniela 02/24/2013
01/23/2013
Making Thinking Visible